IB Psychology IA: 60 Examples and Guidance (2025)

The International Baccalaureate (IB) program offers a variety of assessments for students, including Internal Assessments (IAs), which are pieces of coursework marked by students’ teachers. The Psychology IA is an assessment designed to test students' understanding of the material they have learned in their psychology course and their ability to conduct an experimental study.

What is the IB Psychology IA?

The IB Psychology IA is a project that requires students to conduct an original research study on a specific topic within the field of psychology. The IA must be based on empirical research, which means that students need to collect and analyze data to draw meaningful conclusions.

The investigation which students conduct will be executed as a group of 2-4 students, who work together on the research method, subjects and materials, as well as the operationalization of the Independent and Dependent Variables. However, the students will each write up the reports  independently of other group members, and the data will be analysed and conclusions drawn independently.

The report should contain an introduction, exploration, analysis, evaluation, and references.

60 Example Investigation Questions

Students should investigate an area which they are genuinely interested it. It can be from any area of psychology, but the theory or model on which the investigation is based must appear in a peer-reviewed publication. The link between this model and the students’ aims and objectives for their experiment must be made clear, as well as the relevance of the experiment. Here are 60 example investigation questions and descriptions. Some students choose to get the help of an IB Psychology tutor for extra support.

1. Does color influence cognitive recall in students?

This study investigates the role of colour in enhancing memory retention. By presenting word lists in black-and-white versus vivid colours, students can test whether colours significantly affect recall performance.

• Research Design: Quasi-experiment with two groups of participants.
• Independent Variable: Colour of the word list (black-and-white vs. vivid colours).
• Dependent Variable: Number of words correctly recalled.
• Key Considerations: Control for variables like age, attention span, and list difficulty.

2. What is the relationship between sleep deprivation and academic performance in high school students?

This project examines how insufficient sleep correlates with academic outcomes. By surveying peers about sleep duration and grades, students can identify trends and patterns in the data.

• Research Design: Correlational study using self-reported surveys.
• Data Points: Average hours of sleep, recent academic grades.
• Analysis: Use statistical tools to determine correlation strength.
• Key Considerations: Account for other factors like study habits or stress levels.

3. How does exposure to social media influence adolescents' perception of their body image?

This mixed-methods study explores how social media shapes self-perception in teenagers. Surveys capture quantitative trends, while interviews provide qualitative depth about body image concerns linked to social media usage.

• Research Design: Mixed-method approach combining surveys and interviews.
• Quantitative Data: Frequency of social media use, body image satisfaction scores.
• Qualitative Data: Personal narratives on social media influence.
• Key Considerations: Include diverse social media platforms and demographic factors.

4. Does listening to classical music improve students' concentration during studying?

This experiment measures the impact of classical music on study efficiency. Participants alternate between silent and music-supported study sessions, with comprehension tests evaluating retention.

• Research Design: Experimental study with repeated measures.
• Conditions: Silent study vs. studying with classical music.
• Measurement: Scores on comprehension tests.
• Key Considerations: Ensure text difficulty and time allocation remain consistent.

5. How do stereotype threats affect the performance of female students in mathematics?

This study assesses the psychological impact of stereotype threats on academic performance. By exposing one group of female students to stereotypes before a test and comparing their results with a control group, the study evaluates the effect of stereotype priming. Good IB English tutors can also support students in crafting a critical analysis that discusses the psychological impact of stereotype threats and potential educational interventions.

• Research Design: Experimental study with two groups.
• Independent Variable: Exposure to stereotype threat (priming vs. no priming).
• Dependent Variable: Test performance in mathematics.
• Key Considerations: Provide debriefing to mitigate any potential harm.

6. Does the presence of others impact an individual's willingness to help in an emergency situation (bystander effect)?

This study explores how the number of bystanders influences a person's likelihood to offer help in emergencies. By simulating controlled "emergency" scenarios in both crowded and less crowded areas, students can investigate the dynamics of the bystander effect.

• Research Design: Field experiment in public settings.
• Variables: Crowd density (crowded vs. less crowded).
• Measurement: Time taken for someone to intervene or help.
• Key Considerations: Ensure ethical debriefing of participants and avoid real distress.

7. How does the primacy effect influence recall of items in a list?

This experiment examines the cognitive bias known as the primacy effect, where initial information is remembered more effectively than subsequent items. Participants are tested on their ability to recall words from a list.

• Research Design: Controlled experiment with a single word list per participant.
• Independent Variable: Position of words on the list.
• Dependent Variable: Number of words recalled from different list positions.
• Key Considerations: Randomise word lists to avoid order effects and control distractions.

8. Does the mood of a person affect their perception of ambiguous situations?

This study investigates whether a person's mood influences their interpretation of ambiguous scenarios. Mood induction techniques are used to create positive and negative emotional states, and participants interpret neutral or unclear events.

• Research Design: Experimental study with two mood conditions (positive and negative).
• Mood Induction Methods: Music or video clips that evoke specific emotions.
• Data Collection: Participants' written or verbal interpretations of ambiguous scenarios.
• Key Considerations: Control for individual differences in baseline mood and emotional resilience.

9. What impact does school start time have on student alertness and concentration?

This correlational study explores the relationship between school start times and students' alertness and focus throughout the day. Data is collected through surveys or direct observation in different educational settings.

• Research Design: Correlational study with self-reported surveys or observational data.
• Key Data Points: Start time, levels of alertness, concentration levels, and productivity.
• Analysis: Compare results across varying start times.
• Key Considerations: Control for factors like sleep duration, nutrition, and individual morning preferences.

10. Does the physical attractiveness of a defendant influence jury decision-making?

This study evaluates the potential bias of physical attractiveness in judicial decisions. A mock trial setup is used where the attractiveness of the defendant is varied, and participants deliver a verdict and sentence recommendation.

• Research Design: Experimental study with mock trials.
• Independent Variable: Physical attractiveness of the defendant (manipulated via images).
• Dependent Variables: Verdict given and severity of the recommended sentence.
• Key Considerations: Use a standardised case scenario and blind participant allocation to conditions to reduce bias.

11. Do specific scents enhance memory recall?

This experiment investigates whether scents can aid memory recall. By exposing participants to a specific scent while studying and testing recall under varying scent conditions, students can explore the connection between olfactory cues and memory performance.

• Research Design: Experimental study with three conditions (same scent, different scent, no scent).
• Independent Variable: Scent condition during study and recall.
• Dependent Variable: Information recall accuracy.
• Key Considerations: Use neutral scents to avoid strong personal associations and ensure standardised study material.

12. Does socio-economic status influence attitudes toward mental health treatment?

This study examines how socio-economic background shapes perceptions of mental health treatment. By surveying individuals across socio-economic groups, students can identify patterns in attitudes and stigma.

• Research Design: Survey-based correlational study.
• Variables: Socio-economic status and attitudes toward mental health treatment.
• Data Collection: Use validated scales for measuring attitudes.
• Key Considerations: Ensure diversity in participant recruitment and anonymity for sensitive responses.

13. How does mindfulness meditation affect stress levels in students?

This longitudinal study evaluates the effect of mindfulness meditation on stress reduction in students. Participants practise mindfulness over time, with stress levels measured before and after the intervention.

• Research Design: Longitudinal experiment with pre- and post-test measurements.
• Independent Variable: Participation in mindfulness meditation.
• Dependent Variable: Stress levels, measured via self-report scales or physiological markers.
• Key Considerations: Ensure consistent meditation practice and account for external stress factors.

14. Does exposure to violent video games increase aggression in teenagers?

This experiment explores whether playing violent video games leads to increased aggression. By comparing aggression levels between teenagers who play violent and non-violent games, students can investigate media effects on behaviour.

• Research Design: Experimental study with two groups (violent vs. non-violent game players).
• Independent Variable: Type of video game played.
• Dependent Variable: Aggression levels, measured using a standardised aggression scale.
• Key Considerations: Use age-appropriate games and ensure ethical handling of any emotional distress.

15. What impact does group size have on conformity?

This experiment, inspired by Asch's conformity studies, investigates how group size influences conformity. Participants engage in a task where group sizes vary, and their likelihood of conforming is recorded.

• Research Design: Controlled experiment with varying group sizes.
• Independent Variable: Group size during the task.
• Dependent Variable: Rate of conformity in responses.
• Key Considerations: Use controlled scenarios to reduce external influences and ensure ethical treatment of participants.

16. Does caffeine consumption affect memory retention in high school students?

This study examines the potential effects of caffeine on memory retention. By comparing recall performance of students who consume caffeine before studying to those who do not, students can investigate its influence on cognitive processes.

• Research Design: Experimental study with two groups (caffeine vs. no caffeine).
• Independent Variable: Caffeine consumption before studying.
• Dependent Variable: Performance on a memory recall task.
• Key Considerations: Control for participants' prior caffeine intake and ensure ethical handling of health concerns.

17. How does the framing effect influence decision making in a simulated business scenario?

This experiment explores how framing a situation as a gain or loss impacts decision-making. Participants are presented with identical business scenarios worded differently, allowing for analysis of cognitive biases in choices.

• Research Design: Experimental study with two framing conditions (gain vs. loss).
• Independent Variable: Framing of the business scenario.
• Dependent Variable: Decisions made by participants.
• Key Considerations: Use consistent scenarios and ensure participants are unaware of the framing manipulation.

18. What role does self-esteem play in susceptibility to peer pressure among adolescents?

This study investigates the relationship between self-esteem and susceptibility to peer pressure. By using validated scales, students can examine whether adolescents with lower self-esteem are more likely to conform to peer influence.

• Research Design: Correlational study using self-report questionnaires.
• Variables: Self-esteem levels and susceptibility to peer pressure.
• Data Collection: Standardised scales for self-esteem and peer pressure.
• Key Considerations: Ensure anonymity and use a diverse sample of adolescents.

19. Does the mere exposure effect influence music preferences?

This experiment assesses whether repeated exposure to music increases likability. Participants listen to unfamiliar songs at varying frequencies and rate their preferences, testing the impact of familiarity on perception.

• Research Design: Experimental study with varied exposure frequencies.
• Independent Variable: Frequency of song exposure.
• Dependent Variable: Participants' preference ratings for the songs.
• Key Considerations: Randomise song order to prevent sequence effects and use age-appropriate music.

20. What is the effect of parent-child attachment styles on adolescent anxiety?

This correlational study explores the connection between parent-child attachment styles and anxiety levels in adolescents. By categorising attachment styles and measuring anxiety, students can identify patterns in this relationship.

• Research Design: Correlational study using self-reported data.
• Variables: Attachment styles (secure, avoidant, anxious) and anxiety levels.
• Data Collection: Standardised attachment and anxiety questionnaires.
• Key Considerations: Use a balanced sample size and ensure ethical handling of sensitive topics.

21. How does the availability heuristic affect decision-making in a gambling task?

This study investigates how the availability heuristic influences decision-making under uncertainty. Participants engage in a gambling task designed to highlight the role of easily recalled outcomes in shaping their decisions.

• Research Design: Experimental study using a simulated gambling task.
• Independent Variable: Accessibility of past outcomes (e.g., frequent wins vs. rare wins).
• Dependent Variable: Risky or cautious decision-making behaviour.
• Key Considerations: Ensure the task mimics realistic decision-making scenarios and randomise outcomes to avoid predictability.

22. Does the type of reward (intrinsic or extrinsic) affect motivation levels in students?

This experiment explores how intrinsic and extrinsic rewards impact student motivation. By comparing students completing tasks for self-fulfilment versus tangible rewards, the study evaluates differences in motivation levels.

• Research Design: Experimental study with two reward conditions (intrinsic vs. extrinsic).
• Independent Variable: Type of reward (e.g., personal growth vs. grades).
• Dependent Variable: Motivation, measured through task engagement or completion time.
• Key Considerations: Use tasks of equal difficulty and avoid reward overlap between conditions.

23. What impact does school bullying have on the mental health of adolescents?

This longitudinal study examines the psychological effects of school bullying on adolescents over time. By tracking experiences of bullying alongside mental health indicators, students can explore patterns and long-term consequences.

• Research Design: Longitudinal correlational study with regular assessments.
• Variables: Bullying experiences (self-reported) and mental health measures (e.g., anxiety, depression scales).
• Data Collection: Surveys and validated psychological assessments.
• Key Considerations: Ensure participant confidentiality and provide support for those affected by bullying.

24. Does the presence of stereotype threat affect performance in spatial tasks between genders?

This experiment investigates whether stereotype threats influence gender-based performance in spatial tasks. Participants are either exposed to or shielded from reminders of stereotypes before completing a spatial problem-solving activity.

• Research Design: Experimental study with two conditions (stereotype threat vs. control).
• Independent Variable: Exposure to gender-based stereotypes about spatial ability.
• Dependent Variable: Performance on spatial tasks.
• Key Considerations: Use tasks of appropriate difficulty and debrief participants to mitigate potential harm.

25. How does the illusion of control affect risk-taking behavior in a game of chance?

This study examines the illusion of control and its impact on risk-taking behaviour. Participants are given either actual or perceived control over a chance-based game, and their willingness to take risks is measured.

• Research Design: Experimental study with two conditions (real vs. illusionary control).
• Independent Variable: Level of perceived control in the game.
• Dependent Variable: Risk-taking behaviour (e.g., amount wagered).
• Key Considerations: Ensure ethical handling of participants' perceptions and maintain a realistic game design.

26. Does physical activity level impact mood in college students?

This study investigates the relationship between physical activity levels and mood among college students. By correlating self-reported activity data with mood scores, students can explore whether increased activity is linked to positive emotional states.

• Research Design: Correlational study using surveys.
• Variables: Physical activity levels (e.g., hours per week) and mood scores (self-reported).
• Data Collection: Use validated mood scales and activity questionnaires.
• Key Considerations: Account for factors like sleep and stress that may also affect mood.

27. What is the effect of different types of parenting styles on the development of independence in children?

This longitudinal study examines how parenting styles influence the development of independence in children. By observing children over time, students can analyse trends linked to specific parenting styles.

• Research Design: Longitudinal observational study with categorised parenting styles.
• Variables: Parenting style (authoritative, authoritarian, permissive, neglectful) and independence measures.
• Data Collection: Use validated tools to categorise parenting styles and track independence.
• Key Considerations: Ensure diverse family backgrounds and ethical observation practices.

28. Does social isolation increase the risk of mental health issues in adolescents?

This study explores whether feelings of social isolation correlate with mental health challenges in adolescents. By surveying self-reported isolation and mental health indicators, students can assess potential links.

• Research Design: Correlational study using self-reported surveys.
• Variables: Social isolation levels and mental health measures (e.g., anxiety, depression).
• Data Collection: Use standardised mental health assessment tools.
• Key Considerations: Provide resources for participants reporting severe mental health concerns.

29. What role does culture play in perceptions of mental illness?

This qualitative study investigates cultural influences on perceptions and stigma surrounding mental illness. Through interviews and focus groups, students can explore variations across different cultural backgrounds.

• Research Design: Qualitative study using interviews or focus groups.
• Data Collection: Open-ended questions on mental illness perceptions and stigma.
• Analysis: Thematic analysis to identify cultural trends.
• Key Considerations: Use diverse cultural groups and ensure sensitivity when discussing mental health.

30. Does the scarcity principle influence consumer behavior in a simulated shopping task?

This experiment examines how the scarcity principle affects consumer choices. Participants complete a simulated shopping task where items are presented as either scarce or abundant, testing whether scarcity increases desirability.

• Research Design: Experimental study with two conditions (scarce vs. abundant items).
• Independent Variable: Perceived scarcity of products.
• Dependent Variable: Consumer behaviour (e.g., quantity purchased, perceived value).
• Key Considerations: Ensure the task mimics realistic shopping scenarios and randomise item availability.

31. Does handwriting or typing notes improve memory recall in students?

This study explores how the method of note-taking—handwriting or typing—affects memory recall. Students take notes during a lecture using one method and are later tested on their ability to recall the material.

• Research Design: Experimental study with two groups (handwriting vs. typing).
• Independent Variable: Note-taking method (handwritten vs. typed).
• Dependent Variable: Recall test scores.
• Key Considerations: Standardise lecture content and ensure equal exposure to the material.

32. How does emotional state influence eating habits in adolescents?

This study investigates the link between emotions and eating behaviours in adolescents. By correlating self-reported emotional states with food choices and consumption patterns, students can explore emotional eating tendencies.

• Research Design: Correlational study using self-reported data.
• Variables: Emotional states (e.g., stress, happiness) and eating habits (e.g., food type, quantity).
• Data Collection: Surveys or food diaries combined with validated emotional scales.
• Key Considerations: Account for variables like meal timing and access to food.

33. Does pet ownership influence stress levels in adults?

This study examines whether owning a pet correlates with lower stress levels. By comparing stress scores of pet owners and non-owners, students can explore the potential mental health benefits of pet ownership.

• Research Design: Comparative study with two participant groups (pet owners vs. non-owners).
• Independent Variable: Pet ownership status.
• Dependent Variable: Stress levels, measured via self-report scales or physiological markers.
• Key Considerations: Control for factors like age, living situation, and existing stressors.

34. How do different types of humor affect mood in adults?

This experiment evaluates how various types of humour influence mood. Participants are exposed to different humour styles (e.g., slapstick, satire, self-deprecating), and their mood is assessed afterwards.

• Research Design: Experimental study with multiple humour conditions.
• Independent Variable: Type of humour presented.
• Dependent Variable: Mood changes, measured using self-reported scales.
• Key Considerations: Ensure humour content is age-appropriate and culturally relevant.

35. Does the Dunning-Kruger effect influence self-assessment in a knowledge-based task?

This study examines how the Dunning-Kruger effect impacts individuals’ ability to assess their own performance. Participants complete a knowledge-based task, self-assess their performance, and compare it to their actual results.

• Research Design: Experimental study with individual task performance.
• Independent Variable: Participants’ skill level in the task.
• Dependent Variable: Discrepancy between self-assessment and actual performance.
• Key Considerations: Use tasks that are sufficiently challenging and provide clear feedback.

36. What impact do gender stereotypes have on career choices in adolescents?

This study explores the role of gender stereotypes in shaping adolescents' career aspirations. By assessing self-reported career preferences and perceptions of gender-appropriate roles, students can examine how societal norms influence career choices.

• Research Design: Survey-based correlational study.
• Variables: Career aspirations and perceived gender appropriateness of chosen careers.
• Data Collection: Use validated scales for measuring stereotypes and career preferences.
• Key Considerations: Ensure gender balance in the sample and provide anonymity for sensitive responses.

37. Does exposure to nature versus urban environments influence stress levels in individuals?

This study investigates whether exposure to nature reduces stress compared to urban environments. Participants view videos or images of natural and urban settings, and stress levels are assessed before and after exposure.

• Research Design: Experimental study with repeated measures.
• Independent Variable: Type of environment (nature vs. urban).
• Dependent Variable: Stress levels, measured using physiological or self-reported indicators.
• Key Considerations: Control for prior stress levels and use equivalent durations for each condition.

38. How does bilingualism affect cognitive flexibility in children?

This experiment examines whether bilingual children demonstrate greater cognitive flexibility than their monolingual peers. By comparing task performance, students can investigate potential cognitive benefits of bilingualism.

• Research Design: Comparative experimental study.
• Independent Variable: Language proficiency (bilingual vs. monolingual).
• Dependent Variable: Performance on cognitive flexibility tasks.
• Key Considerations: Match participants for age and educational background, and use culturally neutral tasks.

39. Does self-perception of aging affect physical health in the elderly?

This longitudinal study explores the link between older individuals' self-perception of ageing and their physical health outcomes. By tracking perceptions and health data over time, students can assess how attitudes impact health.

• Research Design: Longitudinal correlational study.
• Variables: Self-perception of ageing and physical health indicators (e.g., illnesses, activity levels).
• Data Collection: Surveys and health assessments conducted at multiple intervals.
• Key Considerations: Ensure ethical handling of sensitive health data and provide support for participants.

40. What is the impact of violent lyrics in music on aggression levels in adolescents?

This study evaluates whether exposure to violent lyrics in music influences aggression in adolescents. Participants listen to songs with either violent or non-violent lyrics, and aggression is assessed after each condition.

• Research Design: Experimental study with two conditions (violent vs. non-violent lyrics).
• Independent Variable: Type of lyrics in the music.
• Dependent Variable: Aggression levels, measured using standardised aggression scales.
• Key Considerations: Control for music genre preference and ensure ethical debriefing post-experiment.

41. Does high smartphone usage increase symptoms of anxiety in students?

This study examines the potential link between heavy smartphone usage and anxiety symptoms in students. By correlating self-reported daily usage with anxiety measures, students can explore how excessive use impacts mental health.

• Research Design: Correlational study using self-reported data.
• Variables: Smartphone usage (hours per day) and anxiety symptoms.
• Data Collection: Use validated anxiety scales alongside smartphone usage logs.
• Key Considerations: Control for other factors affecting anxiety, such as academic stress.

42. How does expressive writing affect mood and stress levels in adults?

This experiment evaluates the therapeutic benefits of expressive writing. Participants write about a traumatic or stressful event, with their mood and stress levels measured before and after the activity.

• Research Design: Pre-and post-test experimental study.
• Independent Variable: Engagement in expressive writing.
• Dependent Variables: Changes in mood and stress levels.
• Key Considerations: Provide a neutral writing task for the control group and debrief participants to ensure emotional well-being.

43. Does perceived social support influence resilience in individuals who have experienced trauma?

This study investigates how perceived social support impacts resilience in trauma survivors. By surveying individuals’ support systems and resilience scores, students can explore the protective role of social connections.

• Research Design: Survey-based correlational study.
• Variables: Perceived social support and resilience levels.
• Data Collection: Use validated scales for social support and resilience.
• Key Considerations: Ensure sensitivity when discussing traumatic experiences and offer access to support resources.

44. What impact does mindfulness have on impulsivity in adults with ADHD?

This study examines the effects of mindfulness interventions on impulsivity in adults with ADHD. Participants engage in mindfulness exercises over time, and their impulsivity levels are assessed before and after the intervention.

• Research Design: Longitudinal experimental study.
• Independent Variable: Participation in mindfulness sessions.
• Dependent Variable: Changes in impulsivity levels.
• Key Considerations: Use ADHD-specific impulsivity measures and ensure consistency in mindfulness training.

45. Does classroom layout influence student engagement?

This observational study explores how different classroom layouts impact student engagement. By comparing engagement levels in various seating arrangements, students can investigate how the physical environment shapes behaviour.

• Research Design: Observational study in real classroom settings.
• Variables: Classroom layout (rows, horseshoe, group tables) and student engagement behaviours.
• Data Collection: Record engagement indicators such as participation, focus, and interaction.
• Key Considerations: Rotate the same students across layouts to minimise individual differences.

46. How does the sunk cost fallacy influence decision-making in a simulated investment task?

This study investigates the impact of the sunk cost fallacy on decision-making in investment scenarios. Participants make decisions in tasks designed to encourage adherence to previous investments, even when it is irrational to do so.

• Research Design: Experimental study with simulated investment scenarios.
• Independent Variable: Investment conditions (irrecoverable costs).
• Dependent Variable: Frequency of irrational decisions influenced by sunk costs.
• Key Considerations: Use clear task instructions and randomise investment scenarios to avoid predictability.

47. Does the foot-in-the-door technique increase compliance in a charitable donation context?

This experiment evaluates the effectiveness of the foot-in-the-door technique in encouraging compliance. Participants are first asked for a small favour or donation, followed by a larger request, and their compliance rates are compared with a control group.

• Research Design: Experimental study with two groups (foot-in-the-door vs. direct request).
• Independent Variable: Type of request strategy.
• Dependent Variable: Compliance rate for the larger request.
• Key Considerations: Use consistent messaging across groups and standardise donation requests.

48. What is the effect of growth versus fixed mindset interventions on academic performance in students?

This study examines whether growth mindset interventions improve academic performance. By implementing mindset-focused lessons in classrooms, the study evaluates changes in students’ motivation and achievement.

• Research Design: Experimental study with pre-and post-intervention assessments.
• Independent Variable: Type of mindset intervention (growth vs. no intervention).
• Dependent Variable: Academic performance, measured through test scores or grades.
• Key Considerations: Ensure the intervention is age-appropriate and maintain consistency across classrooms.

49. Does regular physical activity reduce symptoms of depression in adults?

This longitudinal study explores the relationship between regular physical activity and depressive symptoms. By tracking activity levels and mental health indicators over time, the study assesses the potential therapeutic effects of exercise.

• Research Design: Longitudinal correlational study.
• Variables: Physical activity levels and symptoms of depression.
• Data Collection: Use validated depression scales and activity logs.
• Key Considerations: Control for external factors such as stress or medical history.

50. What is the impact of materialism on subjective well-being in adults?

This study investigates the relationship between materialistic values and subjective well-being. By analysing survey data, students can explore whether higher materialism is associated with lower life satisfaction.

• Research Design: Correlational survey study.
• Variables: Materialistic values and subjective well-being scores.
• Data Collection: Use standardised scales for materialism and well-being.
• Key Considerations: Ensure demographic diversity and control for income levels.

51. How does optimistic versus pessimistic future thinking affect mood in individuals?

This study examines the impact of future-oriented thinking on mood. Participants imagine either positive or negative future scenarios, and their mood is assessed afterwards to determine the emotional effects of these thought patterns.

• Research Design: Experimental study with two conditions (optimistic vs. pessimistic thinking).
• Independent Variable: Type of future scenario imagined (positive or negative).
• Dependent Variable: Mood scores, measured using standardised mood scales.
• Key Considerations: Ensure participants are debriefed to minimise any lingering negative effects from pessimistic thinking.

52. Does the halo effect influence student evaluations of teachers?

This study investigates the halo effect in teacher evaluations. By manipulating a teacher's perceived attractiveness in video lessons and analysing student ratings, students can explore how physical appearance influences judgments of teaching ability.

• Research Design: Experimental study with controlled video stimuli.
• Independent Variable: Teacher attractiveness level (manipulated).
• Dependent Variable: Student ratings on various attributes (e.g., competence, warmth).
• Key Considerations: Randomise video order to control for bias and ensure consistent lesson content.

53. What is the relationship between emotional intelligence and relationship satisfaction in adults?

This study explores whether higher emotional intelligence correlates with greater relationship satisfaction. Using validated surveys, participants report their emotional intelligence and evaluate the quality of their relationships.

• Research Design: Correlational survey study.
• Variables: Emotional intelligence scores and relationship satisfaction ratings.
• Data Collection: Use established scales such as the Emotional Intelligence Questionnaire and Relationship Assessment Scale.
• Key Considerations: Include participants from diverse relationship types to enhance generalisability.

54. Does a high need for cognitive closure influence bias in decision making?

This study investigates whether individuals with a high need for cognitive closure exhibit greater biases in decision-making tasks. Participants complete decision-making tasks alongside a measure of their need for closure.

• Research Design: Experimental or correlational study.
• Variables: Need for cognitive closure scores and bias in decision-making tasks.
• Data Collection: Use tasks designed to measure cognitive bias, such as framing or anchoring scenarios.
• Key Considerations: Control for external influences on decision-making, such as time pressure.

55. What is the impact of long-term meditation practice on attention span in adults?

This study explores the relationship between long-term meditation practice and attention span. By comparing meditators and non-meditators on attention tasks, students can assess potential cognitive benefits of meditation.

• Research Design: Correlational study with comparative groups.
• Variables: Meditation practice duration and attention span measures.
• Data Collection: Use validated attention tests such as the Stroop Test or Sustained Attention to Response Task (SART).
• Key Considerations: Match participants for age and ensure diversity within groups.

56. How does perceived social status influence self-esteem in adolescents?

This study examines whether adolescents’ perceptions of their social status correlate with their self-esteem levels. By using surveys, students can explore how social perceptions affect personal self-worth.

• Research Design: Correlational survey study.
• Variables: Perceived social status and self-esteem levels.
• Data Collection: Use validated scales, such as the Rosenberg Self-Esteem Scale and a social status questionnaire.
• Key Considerations: Ensure participant anonymity and include diverse demographic backgrounds.

57. Does imagery practice enhance performance in a motor task?

This experiment investigates whether mental practice through imagery improves motor task performance compared to physical practice. Participants engage in one of the two practice methods, and their performance is assessed.

• Research Design: Experimental study with two practice conditions (imagery vs. physical).
• Independent Variable: Practice method (mental imagery vs. physical rehearsal).
• Dependent Variable: Task performance scores.
• Key Considerations: Use a standardised motor task and control for participants’ baseline skill levels.

58. How does spacing versus massing study sessions influence recall in students?

This study explores the impact of study session scheduling on memory recall. Students study the same material either in spaced sessions or massed sessions, followed by a recall test to determine the effectiveness of each approach.

• Research Design: Experimental study with two conditions (spaced vs. massed).
• Independent Variable: Study session type (spaced or massed).
• Dependent Variable: Recall test performance.
• Key Considerations: Ensure the same total study duration across groups and randomise test materials.

59. What is the relationship between introversion-extroversion and preferred social activities in adults?

This study investigates how personality traits influence social activity preferences. By correlating introversion-extroversion scores with activity choices, students can explore personality-based differences in social behaviour.

• Research Design: Correlational survey study.
• Variables: Introversion-extroversion scores and preferred social activities.
• Data Collection: Use the Big Five Personality Test and a social activity preference questionnaire.
• Key Considerations: Ensure a diverse sample and control for factors like age and cultural background.

60. Does short-term fasting affect cognitive performance in adults?

This experiment evaluates the impact of fasting on cognitive abilities. Adults complete cognitive tasks after fasting for a set period and are compared to a non-fasting control group to assess differences in performance.

• Research Design: Experimental study with two groups (fasting vs. non-fasting).
• Independent Variable: Fasting status.
• Dependent Variable: Cognitive task performance (e.g., reaction time, memory).
• Key Considerations: Control for hydration levels and ensure participants are medically fit to fast.

Experienced online UK tutors can provide invaluable support in these investigations, offering guidance on experimental design, data analysis, and the interpretation and presentation of findings, IB study material, ensuring students effectively link psychological theories to their research objectives.

Have a look at our comprehensive set of IB Psychology SL and IB Psychology HL Resources, developed by expert IB teachers and examiners:

📚 View IB Psychology SL Practice Questions
📚 View IB Psychology HL Practice Questions
📚 View IB Psychology SL Study Notes
📚 View IB Psychology HL Study Notes
📚 View IB Psychology SL Past Papers
📚 View IB Psychology HL Past Papers

How should I conduct the experiment?

The experimental method  looks for a relationship between the Independent and Dependent Variables, with all other factors being controlled as far as possible.

IB Psychology tutors note that it is crucial for experiments to have only one Independent Variable, which refers to the variable that is manipulated by the experimenters. Students should choose the number and nature of conditions for their experiment based on the study that informs their experiment. A simple experiment may have only two conditions for the Independent Variable, while the study that it is based on may have several. Students can replicate all the conditions or choose to simplify the experiment by selecting two conditions.

However, variables based on pre-existing characteristics of participants cannot be used for internal assessment. Examples of such variables include gender, age, native language, culture, education level, socio-economic status, and handedness. Although these variables might be interesting to students, they cannot be manipulated within the framework of the internal assessment. If any of these variables are defined as the Independent Variable, the experiment will not meet the requirements and will not earn marks.

It is also important to note that experiments involving placebos, ingestion or inhalation (such as food, drink, smoking, or drugs), or deprivation (such as sleep or food) are not acceptable and will not earn marks. The operationalization of the Independent Variable may differ from the original study, such as using different words for a word list or a different type of music, as long as the link between the study and the student's experiment remains clear.

The Dependent Variable is the variable that is measured, and there are various approaches that students can take when working with it. They can either replicate the operationalization of the Dependent Variable used in the study that their experiment is based on, or they can modify it to suit their own resources or circumstances. This can include altering the number or type of measurements taken or even selecting a different Dependent Variable altogether, as long as they can justify the link between their experiment and the original study.

Moreover, students may need to adjust the methodology of the study to better suit their working context. For instance, they may need to modify the nature of the participants, as the most feasible participants for a school experiment would likely be other students. Alternatively, they may need to alter the number of participants involved, as the original study might have had access to participant numbers that are impossible to replicate in a school environment. Similarly, the original study may have employed a matched pairs design, which is not feasible in school as there are too few participants to choose from.

The marking criteria have been designed to allow for a certain degree of flexibility, and students can earn full marks if they apply the aforementioned variations appropriately. Further assistance in conducting the experiment for internal assessment, as well as exemplars of student work, can be found in the teacher support material.

How should I analyse and evaluate the data?

Psychology tutors suggest that the analysis should include the descriptive statistics to highlight the variability and spread of the data, and inferential statistics to draw conclusions about the significance of the data generated in terms of supporting a hypothesis.

The evaluation should cover the limitations for the method and suggestions for improving the method to generate more data or more effective data in order to arrive at a firmer conclusion.

How is the IA assessed?

Introduction (6 marks)

The aim of the investigation is stated and its relevance should be explained. The theory or model upon which the student’s investigation is based should be described and the link to the student’s investigation is explained. The Independent and Dependent Variables should be stated and operationalized in the null or research hypotheses.

Exploration (4 marks)

The research design should be explained.

The sampling technique should be explained.

The choice of participants should be explained.

Controlled variables should be explained.

The choice of materials should be explained.

Analysis (6 marks)

Descriptive and inferential statistics should be appropriately and accurately applied. The graph should be correctly presented and addresses the hypothesis. The statistical findings should be interpreted with regard to the data and linked to the hypothesis.

Evaluation (6 marks)

The findings of the student’s investigation should be discussed with reference to the background theory or model. Strengths and limitations of the design, sample and procedure should be stated and explained and relevant to the investigation. Modifications should be explicitly linked to the limitations of the student’s investigation and fully justified.

How much does the IA contribute to my overall grade?

For Standard Level students, the IA will contribute to 25% of your grade. For Higher Level students, the IA will contribute to 20%. The rest will be made up of Papers 1 and 2 for SL students, and Papers 1, 2, and 3 for HL students.

IB Psychology Subject Brief

What ethical guidelines should I consider?

Experimental studies that cause anxiety, stress, pain, or discomfort for participants are strictly prohibited. This also includes experiments that involve deception, conformity, obedience, or any other form of harm. It is important to consider the sensitivities of the school, community, and country when planning an experiment.

Unjustified deception, involuntary participation, invasion of privacy, and inappropriate use of ICT, email, or the internet must be avoided. If such infringements cannot be avoided, approval from experienced psychologists should be obtained before proceeding.

Partial deception may be allowed if it does not cause harm, and participants are fully debriefed at the end. Participants have the right to withdraw their data, except in conformity or obedience studies, which are never permitted.

Explicit consent must be obtained from participants using a consent form, and they must be informed of the aims and objectives of the experiment. Participants also have the right to withdraw at any time without pressure.

Children under 12 years of age cannot give informed consent, and parental consent is required for children from 12 to 16 years of age. Teachers' written consent is also required for school studies.

Participants must be debriefed, their anonymity guaranteed, and the results of the study shared with them. Local and international cultures must be respected, and participants must be in a fit state of mind to participate.

If a participant experiences stress or pain, the experiment must be stopped immediately, and they must be allowed to withdraw.

Non-human animals cannot be used for the experiment.

It is essential that all data collected during an experimental study is handled confidentially and with responsibility, without being disclosed to any third-party.

The data collected must only be used for the purpose agreed upon with the participants.

It is the responsibility of students to monitor their peers' research practices and encourage them to reconsider any practices that violate these guidelines.

The same guidelines apply to experimental studies conducted online. Any data collected online must be deleted once the research is completed and cannot be used for any purpose other than the experiment.

In cases where teachers require further guidance on the ethical implications of a particular experiment, they should consult other teachers via the OCC or IB tutors, who may offer additional expertise and critical perspectives.

Conclusion

In this guide, we've explored key steps for success in your IB Psychology IA. From choosing a topic to conducting research and presenting results, every stage is crucial. Remember, effective communication and a solid understanding of psychological principles are essential. Additionally, consider using IB Psychology Q&A Revision Notes and tutoring as valuable resources to deepen your understanding and improve your IA, making your journey in IB Psychology both enriching and rewarding.